Means to the Goal of Remembering: Developmental Changes In Awareness of Strategy Use–Performance Relations

We examined awareness of the causal relation between strategy use and recall performance among preschoolers, first graders, and third graders, and the relation of this awareness to children's study behavior and recall. In Session 1, children were presented with two study–recall trials; the seco...

Full description

Saved in:
Bibliographic Details
Published in:Journal of experimental child psychology 1997-06, Vol.65 (3), p.293-314
Main Authors: Justice, Elaine M., Baker-Ward, Lynne, Gupta, Sumedha, Jannings, Lori R.
Format: Article
Language:English
Subjects:
Age Differences
Attention
Awareness
Behavior
Biological and medical sciences
Child
Child Development
Child, Preschool
Children
Children & youth
Concept Formation
Developmental psychology
Developmental Stages
Female
Fundamental and applied biological sciences. Psychology
Humans
Imitative Behavior
Learning
Learning Strategies
Male
Mental Recall
Metacognition
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Recall
Recall (Psychology)
Retention (Psychology)
Self Evaluation (Individuals)
Strategic Remembering
Strategy Choice
Study Habits
Study Skills
Visual Perception
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:We examined awareness of the causal relation between strategy use and recall performance among preschoolers, first graders, and third graders, and the relation of this awareness to children's study behavior and recall. In Session 1, children were presented with two study–recall trials; the second trial included questions concerning the child's study behavior. During Session 2, children viewed videotapes in which a model's strategy use (labeling versus no labeling) and recall level (high versus low) were varied orthogonally. Children judged whether the model tried to remember, rated how hard the model tried to remember, and described how they knew. Children who gave mentalistic explanations for their study behaviors in Session 1 recalled more than those giving nonmentalistic explanations. In Session 2, age-related differences were observed in awareness of the relation between strategy use and performance level. Further, children who demonstrated understanding of strategy use–performance relations in Session 2 were more likely to give mentalistic explanations for their own study behaviors in Session 1. The results further delineate the metamemorial development that contributes to effective strategy utilization.
ISSN:0022-0965
1096-0457
DOI:10.1006/jecp.1997.2368